Chinese Journal of Science Education


Vol. 9 No. 2, Pages 123 - 145, 2001

A Study of Integrated Curriculum Models: Using Science as the Core Course (Article written in chinese)

Tung-Hsing HSIUNG, Zen-Hsing WANG, & Shu-Li CHEN

Abstract

Based on an approach of collaborative action research, a team of teacher educators, elementary teachers and pre-service teachers worked together to study ways of using science subjects as a core in developing and applying an integrated curricu lum. The study was conducted in the Taitung She-Yean elementary school and two classes of grade five students (in 1998 academic year) participated the project. Three integrated curriculum models were addressed during one-and-a-half years of the study; the y are major-unit model, activity-based model and STS. The major-unit approach is a way to develop an integrated curriculum that is based on the contents of textbooks. The activity-based model is a method to develop an integrated curriculum that is based o n the curriculum standards and school-based curriculum. The STS model can be used to assess students' integrated problem solving abilities during the synthetic activity period. Integrated curriculum is a one-to-nine curriculum. Results of the study show t hat the implementation of integrated curriculum into the classroom relied on teachers' collaboration as well as parents' accommodation and students' attitude toward learning. Using science subjects as a core in curriculum integration provides a broad and important role for science teaching and a better context for learning science. However, the issue of assessment strategies in the integrated curriculum needs to be investigated further. That is, a new approach to assessing students' problem solving and pr ocessing needs to be developed.

Keywords: integrated curriculum; action research; collaborative; one-to-nine curriculum

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